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Big 6+ ELA Projects: 10th Grade GLE (Responsibility)

Lesson Overview

The goal of this inquiry project is for students to be able to examine from multiple angles and to come to their own conclusions about the concept of responsibility.  Students will be answering an inquiry question related to responsibility.  Students will select a specific topic to research and analyze in relation to responsibility.  Students will present their findings in written and visual formats.  **A speech component is optional.

Look in the Proficiency Scale Tab for Rubric Information

ALSO NEED 5 Achieve 3000 Article Titles to add to lesson


This is a collaborative lesson taught by both the classroom teacher and the school librarian. Get in contact with your school librarian early to discuss scheduling and teaching responsibilities.

This lesson plan is a guideline. If you need to make minor adjustments or changes to best suit the needs of your students or the resources in your building, please do so. If you have questions about the curricular requirements, please contact Shelley Erickson or Julie Schik.

At the completion of this lesson, you will need to send two student examples each of a level 2, 3, and 4 project to your curriculum specialist or department head who will in turn submit them to your supervisor.  This can be electronically or as a hard copy.

Task Definition (1)

Teacher— Prior to beginning this lesson, students can read articles related to responsibility in Achieve 3000.  Suggested articles are included.  Completing this portion of the assignment as written before topic selection will help students select topics relating to responsibility (activity directions included). 

Teacher will assist students in selecting a topic of their choice related to responsibility

Teacher will introduce the requirements for the project.  (See Synthesis & Sharing)

Librarian—Can introduce online resources if a pre-topic selection exploration activity is desired.

Formative Assessment: Verify all information is recorded on student handouts (can be a visual check or graded assessment)

Info Seeking/Location & Access (2/3)

With direct instruction from the school librarian (with support from the classroom teacher) on search strategies and recommended resources, students will locate required information about their selected topic:

  • Basic information about topic researched
  • Who or what is responsible?
  • How or why is the above responsible?

Possible Sources of information:

  • Gale Opposing Viewpoints in Context
  • Points of View Reference Center (NebraskAccess)
  • Some sources should be student selected

Your librarian will use your school's direct links to the following district databases when working with students.

Formative Assessment:  Consistent and frequent verbal and visual checks with student to assess if they are able to access quality resources.

Website Resources

Use of Information (4)

Teacher will guide students through transferring information into a notes organizer. (TBD by teacher and/or self-selected by students).

With direct instruction and support from the school librarian, students will create citations for their sources.  Recommendation to use district subscription to Noodle Tools.  Teacher will provide instruction on internal citations.

Formative Assessment:  Visual checks for completion.  And/or, individual conferencing with students to determine if ready to move on to synthesis and sharing.

Synthesis & Sharing (5)

Teacher will review the requirements for the final project and assist students as necessary.

Students will write an essay with an introduction, body, and conclusion, which will include citations.  The essay should introduce the topic the student researched, and it should briefly introduce the issue, answer the question “Who or what is responsible?,” and explain how or why.  (Teacher or students can pick organization of ideas.)


** Optional Speaking/Listening Activity.  Gallery Walk - Anticipatory set:   How have your ideas about responsibility changed throughout this project?  Why?  How would you explain the concept of responsibility?

This activity follows the completion of the students’ written assignment.  To participate in today’s gallery students will break into two groups, A and B (Inside/Outside Circles).  Group A will present their issue first.  Group B will be the first audience.  Group A will form a ring around the outside of the classroom.  Group B will visit each of the presenters.  Then, Groups A and B will switch roles.  While students are listening during the gallery walk, they will complete the simple graphic organizer about what they heard and offering positive feedback to their peers.  The teacher and librarian should participate in the students’ gallery walk.


Formative Assessment: Rough draft feedback.

Summative Assessment: Use provided rubric to grade final product.

Self-Evaluation (6)

Teacher will guide students as they complete the self-evaluation form containing teacher selected items from the form included below.

The self-evaluation can be as brief (one question) or as long as the teacher deems necessary.  This can be a graded or non-graded activity.         

Citation Resources

Noodle Tools

Noodletools provides a format for creating research papers.  It provides an area for notetaking, citation creation, and paper formation.

Guides for using Noodle Tools

This 20 minute video gives an overview on how to use NoodleTools.

This video shows how to create a new project.

This video shows how to check the format of your citation.

This video shows how to add a preformatted citation from a database or website.

Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).